Perspectives On Game-Based Learning Within The Higher Education Sector

Abstract

This study investigates the perceptions of faculty members on the integration and implications of game-based learning (GBL) in higher education, specifically within the United Arab Emirates (UAE). It aims to understand how GBL influences student motivation, engagement, and the achievement of learning outcomes, thereby offering a faculty-centric perspective on the effectiveness of GBL strategies in enhancing educational experiences at the tertiary level. The research methodology employed semi-structured interviews with 18 faculty members across various disciplines in UAE universities. These interviews were meticulously analysed through open coding, selective coding, and axial coding using NVivo software. The findings indicate a strong consensus among faculty members on the positive effects of GBL on student motivation and engagement. A crucial insight is the necessity for GBL tools to be directly relevant to subject matter and aligned with specific learning outcomes. Despite these benefits, challenges such as the need for game design to meet educational objectives were noted. The study highlights the potential of GBL to transform learning experiences in higher education by fostering an engaging, interactive, and motivational learning environment. It suggests that for GBL to be effectively integrated into higher education curricula, there must be a concerted effort to develop subject-specific games that are pedagogically sound and aligned with learning outcomes. This research contributes to the academic discourse by focusing on the relatively underexplored area of faculty perspectives on GBL in the higher education sector of the UAE. It extends the understanding of GBL's applicability beyond K-12 education, addressing a gap in the literature regarding its use and effectiveness in tertiary education. Through its faculty-centric lens, the study provides invaluable insights into the challenges and opportunities of implementing GBL in higher education settings, thereby offering a foundational framework for future research and practice in this emerging field.